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This ninth-grade English language arts teacher—and TT Award winner—offers a creative way for teaching about political candidates.

I decided to show a short You Tube video clip in class the other day. It’s a montage of scenes of men crying from various movies complete with cheesy background music, a song Don’t Cry Out Loud. I used it to open a discussion about how stereotypes put unnecessary limitations on people.

I don’t have an answer to the question, “How should I talk to my students about Garissa?” But I have some real fears about the dangers of not contextualizing this incident.

My mother’s birth certificate, dated 1915 and issued in Brooklyn, New York, gives her name as Maria. I knew her only as Mary, the name that appears on her marriage certificate, her social security card and her gravestone. Her sister Philomena was so determined to get away from her name that she had it changed legally to Phyliss. Their brother Philipo chopped his down to Philip. Their other siblings? Anna became Anne, Elisa morphed into Alice and Cosimo was known to his friends as Pete.

Shrinking there on the stool in the science classroom, I just want to gather my ungraded quizzes and my dignity and flee to freedom. But, I don’t. I sit there, paralyzed by the assault. “We are not your enemies,” I finally counter. “We are not Blake’s enemies.”

Hardships faced by communities in crisis are national issues worth teaching.

We often talk about the teachers who change our lives. We hold them dear in our hearts, conjuring their images and words of wisdom in our dark hours. They continue to guide us throughout our lives, whether they know it or not. What few talk about is the students who change teachers' lives. Yup. It happens that way, too.